Transcript Slide 1

Aligning the Educational Systems
for Economic and Social Growth
Charles Pickford
Director of Employer Partnerships
[email protected]
www.fdf.ac.uk
About Foundation Degree
Forward - fdf
Mission Statement
• To meet the demands of workforce
development, business improvement and the
knowledge economy, fdf will seek to
stimulate, support and sustain employer
partnerships with the University and College
sector.
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New approach
‘If we are to become a leading knowledge based
economy we must create new routes into higher
education and new forms of provision….We have to
develop new higher education opportunities at [the
intermediate level], orientated strongly to the
employability skills, specialist knowledge and broad
understanding needed in the new economy.’
Modernising Higher Education: meeting the global challenge:
February 2000 DfES
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Leitch Review of Skills
3.56: Concentrating too much on younger age
groups could create further longer term problems
for the amount and the use of high level skills in
our workforce…As the Higher education White
Paper stated, new higher education growth should
not be ‘more of the same’, based on traditional
three year honours degrees. Rather provision
should be based on new types of programme
offering specific, job-related skills such as
Foundation Degrees.
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Integration of work based and
academic
‘The Foundation Degree will offer a new vocationallyfocussed route into higher education. It will be
academically rigorous and will provide an accessible
and flexible building block for lifelong learning and
future career success, drawing together further and
higher education and the world of work. It will be
designed to be highly valued in the labour market and
appeal to a wide range of students, including the most
able...For students wishing to continue their learning,
there will be the opportunity to progress to an honours
degree with only one-and-a-third extra years of study.’
Secretary of State for Education 2003
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Foundation degrees
• Employer led
• Integrate academic and work based learning
• Delivered to meet the needs of the employer
and employee
• Provides access to HE for work based
employee / students
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How do Foundation degrees fit
with other qualifications?
Level 7
Level 6
CPD
Postgraduate degrees
Professional
qualifications
Honours degree
Yr 3
Foundation
degree
Level 5
Yr 2
Yr 1
Level 4
A - level
Level 3
NVQ3
Advanced Apprenticeship
Advanced Diploma
Level 2
NVQ2
Apprenticeship
Intermediate Diploma
GCSE A*-C
Level 1
NVQ1
Young Apprenticeship
Foundation Diploma
GCSE D-G
Fd provides clear choice
• Traditional campus based, subject led higher
education
OR
• Work based, career led higher education
Both are equally valid - this is not a polarising
agenda but one of providing appropriate
opportunities for different communities of
learners
Sarah
“…education would lead to life changing
outcomes.”
“..I hoped that I could be an example to my
children. To show them that if I could do it
then so could they.”
“..has prepared me for the next stage of my life
by starting me a journey to first recognise and
realise my own potential, and then develop
the skills to achieve it.”
“I feel sure that the degree will improve my
career prospects and open up new
opportunities. I used to suffer from a lack of
confidence – I feel that the course has now
given me much more confidence in my abilities
and I take on new challenges with a more ‘can
do’ attitude.”
Kathy Coveney, Tesco Compliance Manager
National growth in Foundation
degree student numbers
Number of Fd students
100,000
87,339
90,000
71,999
80,000
70,000
60,580
60,000
46,779
50,000
37,819
40,000
23,945
30,000
20,000
10,000
12,310
4,320
0
2001-02
2002-03
2003-04
2004-05
2005-06
Academic year
2006-07
2007-08
2008-09
HEIs and FECs in England
involved with Fd provision
Academic
year
2001-02
% of Pre-92
HEIs
26%
% of Post-92
HEIs
46%
% of FECs
2002-03
25%
57%
22%
2003-04
22%
71%
41%
2004-05
38%
80%
65%
2005-06
44%
85%
68%
12%
Source: Foundation degrees: key statistics 2001-02 to 2007-08 (HEFCE 2008), Table 3
Sectoral profile of Fd provision
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Number of Fd courses
60
50
40
30
20
10
0
Courses running
Courses in development
Type of institution delivering
Fd courses
2
0
18
177
189
HEI
FEC
Distance
Other
Joint
Who teaches Foundation
degree students?
Underpinning fdf strategies
• In depth analysis of employers needs
• National Fd Framework Specifications
• Characterising work based learning by sector
and setting
• Developing employer led consortia
• Establishing networks of specialist providers
• Accreditation of employer based training
• Developing blended learning solutions
• Redesigning the curriculum to support
progression from and in the workplace
• Information Advice and Guidance
• Reaching the SME business community
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Employer led consortia
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ICT and Telecoms
Retail
Travel and Tourism
Utilities
Bio-pharmacy
Aircraft Maintenance
Characteristics of employer led
consortia
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Recognised business need
Commitment from HE providers
Existing solutions not fit for purpose
Look beyond self interest
Organisational and individual capacity
Leadership and ambition
Not wedded to historical practice
Pragmatic and solutions driven
Looking to meet current and future needs
Employer Based Training
Accreditation – The ebta service
• Fully captures higher level workplace
training
• Provides HE credits and / or incorporation
into an HE award
• Delivered via highly skilled facilitators
• 119 engagements with employers
• Provides a methodology for institutions
• Community of practice (30+ institutions)
Booths
‘By formally recognising the knowledge that our
managers already had…, underpinning their
knowledge with formal learning, comparing
Booths’ business practices with other retailers
and considering current industry initiatives our
aim was to increase the awareness, motivation
and confidence of our managers’.
Therese Edmunds – Training Manager
Booths
‘The accreditation process in which fdf and EBTA
have played a significantly supportive and guiding
role has added value to Booths’ existing
programmes as well as providing a route onto the
Fd, blending different learning philosophies and
building on existing processes and structures in a
highly cost effective manner.’
Therese Edmunds – Training Manager
Jobs of the Future
• It is clear that as a knowledge economy,
the UK will increasingly compete based on
the commercial value of its ideas and the
higher-level skills of its people
• As key drivers of social mobility,
education, skills and lifelong learning give
people the tools they need to progress
Source Jobs of the Future, Cabinet Office, Sept 09
What next
• For individuals, skills are the currency from
the economies of the past to the economies
of the future
• How do we stimulate and then respond to
demand from individuals to raise their skills?
• What is the role for Universities and
Colleges?
Non-participation in higher
education 1
No single agency has the
widening of participation
in HE across the life
course as its core mission
The 'potentially recruitable'
usually see little need to
participate in HE
There is untapped need
for professional
information, advice and
guidance for adults
across the life course
The potential benefits of
HE need to be made more
apparent to this group
Non-participation in higher
education 2
HE experiences within social
networks shape the perceptions of
'potentially recruitable' adults
across and within generations
Identification with 'people like
me' in HE in terms of education,
social and employment
background influences decisionmaking across and within
generations
Non-participation in higher
education 3
There is an appetite for high quality, workbased and employer-supported provision,
and for recognised qualifications that offer
adults tangible returns
If more employers were to make this sort
of provision available, the latent employee
demand (6 Million adults with Level 3
qualifications) could be released
Fuller et al. (2008) Non-Participation in higher education. TLRP
Charles Pickford
Director of Employer
Partnerships
[email protected]
www.fdf.ac.uk